Computer-Assisted Language Instruction (CAI) – Precursor to CALL
Skinner’s invention of the teaching machine designed to teach was one of the earliest applications of CAI theory before computers came into existence. The teaching machine has students learn by responding to the material given. The student then receives immediate feedback whether the answer is write or wrong. These machines could be adjusted and improved upon with feedback of the student’s performance. You could reprogram the machine to give less prompts or questions. The student has more independence and relies less on the teacher for feedback. The video “Skinner and teaching machine” provides explanations of how this machine operates.
In the 1970s, computer-assisted instruction began gaining popularity in education using PLATO. Students began to work alone to learn language at their own pace, using the computer as a tool for learning much like the teaching machine’s drill method. This allowed students to segregate themselves from the class should they need more practice while the teacher continues with the rest of the class. Traditionally, CAI lessons consisted of a computer program designed to allow the computer or the student to determine when collecting data on the student’s language acquisition needs review. A diagnostic mechanism was used to lead a student down a particular path of learning language based on behaviorist theory. This approach to language learning was teacher-centered rather than focusing on the learning needs of the student. Therefore, the “drill” approach called computer-assisted language instruction (CALI) that focused on the instructional aspect fell out of favor for the more student-centered approach called computer-assisted language learning (CALL).
According to Miles Berry, PLATO was one of the earliest systems used for Computer-mediated communication for discussion forum tools, and therefore, as a precursor to CALL in the Web 2.0.
Chapelle, C. & Jamieson, J. (1986). Computer-Assisted Language Learning as a Predictor of Success in Acquiring English as a Second Language. TESOL Quarterly, 20 (1), pp. 27-46.
Computer-Assisted Language Instruction (CAI) – Precursor to CALL
Skinner’s invention of the teaching machine designed to teach was one of the earliest applications of CAI theory before computers came into existence. The teaching machine has students learn by responding to the material given. The student then receives immediate feedback whether the answer is write or wrong. These machines could be adjusted and improved upon with feedback of the student’s performance. You could reprogram the machine to give less prompts or questions. The student has more independence and relies less on the teacher for feedback. The video “Skinner and teaching machine” provides explanations of how this machine operates.In the 1970s, computer-assisted instruction began gaining popularity in education using PLATO. Students began to work alone to learn language at their own pace, using the computer as a tool for learning much like the teaching machine’s drill method. This allowed students to segregate themselves from the class should they need more practice while the teacher continues with the rest of the class. Traditionally, CAI lessons consisted of a computer program designed to allow the computer or the student to determine when collecting data on the student’s language acquisition needs review. A diagnostic mechanism was used to lead a student down a particular path of learning language based on behaviorist theory. This approach to language learning was teacher-centered rather than focusing on the learning needs of the student. Therefore, the “drill” approach called computer-assisted language instruction (CALI) that focused on the instructional aspect fell out of favor for the more student-centered approach called computer-assisted language learning (CALL).
According to Miles Berry, PLATO was one of the earliest systems used for Computer-mediated communication for discussion forum tools, and therefore, as a precursor to CALL in the Web 2.0.
Berry, M. Computer Assisted Learning – Y1 ICT Specialists Lecture 7 (flipped). http://www.youtube.com/watch?v=eUUAbcDQwiA
Chapelle, C. & Jamieson, J. (1986). Computer-Assisted Language Learning as a Predictor of Success in Acquiring English as a Second Language. TESOL Quarterly, 20 (1), pp. 27-46.
(Submitted by Robyn Feeney)